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Introduces the wacky world of wordplay with puns, spoonerisms, games of word substitution, and more.
This Encyclopedia presents 62 essays by 78 distinguished experts who draw on their expertise in pedagogy, anthropology, ethology, history, philosophy, and psychology to examine play and its variety, complexity, and usefulness. Here you'll find out why play is vital in developing mathematical thinking and promoting social skills, how properly constructed play enhances classroom instruction, which games foster which skills, how playing stimulates creativity, and much more.
Move beyond boring word drills and vocabulary quizzes with Active Word Play! The 31 engaging games and activities in Active Word Play encourage students in grades four and up to make new vocabulary words their own. As students actively work with words, the connections they make help them understand and retain the words they are learning. Jane Feber's active-engagement approach infuses Active Word Play with the same enthusiasm your students will experience when they play these games and create make-and-takes that promote long-term retention of new vocabulary words. Step-by-step instructions, illustrations, and templates-as well as lists of common roots, prefixes, and suffixes-make this a ready-to-go resource you'll use over and over. You just choose the words from literature or content-area and basal texts that fit your instructional needs. Students will have as much fun learning the new words as you will teaching them!
This bestselling text has helped countless numbers of educators to create effective reading programs that are fun and inspiring for both the student and the educator. New features include a chapter on contemporary literary theories for classroom practice, a section on storytelling, assessment advice and more.
For teachers, administrators, and education students, a fresh, inspiring reminder of why studying language—from word origins to word structure—is such a vital first step in the development of students’ vocabulary, literacy, writing skills, and overall ability to learn.
This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
Shortlisted for the 2013 Nursery World Awards! This is a focused text on early years′ language and literacy for all students studying for degrees and foundation degrees in early childhood, early years and related disciplines and for candidates on EYPS pathways. It discusses language acquisition and development and covers development theory, talking with babies and the factors that affect development. Practical guidance on how to support children′s language acquisition through rhymes, songs, story books and storytelling helps students see how theory links to practice. The text also examines the question ′what comes before phonics?′ and includes interactive activities and theory focus features. About the Early Childhood Studies Series This series has been designed to support students of Early Years, Early Childhood Studies and related disciplines in popular modules of their course. Each text takes a focused look at a specific topic and approaches it in an accessible and user-friendly way. Features have been developed to help readers engage with the text and understand the subject from a number of different viewpoints. Activities pose questions to prompt thought and discussion and ′Theory Focus′ boxes examine essential theory close-up for better understanding. This series is also applicable to EYPS candidates on all pathways. Other titles in the series include Early Childhood Studies, Childhood in Society for Early Childhood Studies, Child Development for Early Childhood Studies and Exploring Play for Early Childhood Studies.